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How learning number words changes children's brains

学习数字词如何改变孩子的大脑

基本信息

批准号：
10393315
负责人：
Stephanie D Bugden
金额：
$ 4.05万
依托单位：
UNIVERSITY OF PENNSYLVANIA
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-05-08 至 2021-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10393315
关键词：
5 year old 6 year old Achievement Adult Age Bilateral Books Brain Brain imaging Brain region Child Data Data Set Development Developmental Process Early identification Economics Family Functional Imaging Functional Magnetic Resonance Imaging Goals Hearing Home Home environment Income Individual Differences Inferior frontal gyrus Intervention Knowledge Learning Left Life Low income Maps Mathematics Mediating Neurobiology Neurocognitive Nursery Schools Outcome Parents Parietal Phase Play Poverty Predisposition Prefrontal Cortex Process Randomized Research Resolution Rest Risk Schools Semantics Shapes Socioeconomic Status Structure Support System System Techniques Testing Variant Work aged brain behavior design economic disparity evidence base improved intraparietal sulcus low socioeconomic status mathematical ability mathematical learning mathematics disability multimodality neural network neurobiological mechanism neuroimaging neuromechanism peer recruit relating to nervous system socioeconomics success therapy design trend word learning

项目摘要

Project Summary/Abstract Learning the meaning of number words and the cardinal principle is one of the first steps in children’s developing mathematical abilities, and the age at which children master the cardinal principle is predictive of later mathematical achievement. Children of low socioeconomic status (SES) backgrounds achieve this milestone later than high SES peers contributing to an achievement gap in mathematics. It is therefore critical to develop interventions that facilitate early number word learning, and understanding how the brain changes as children learn the meaning of number words may facilitate this enterprise. The neurocognitive mechanisms that support the acquisition of the verbal count list have not been mapped. Developmental neuroimaging studies reveal important developmental trends in the neural processing of Arabic numerals and nonsymbolic quantities such as a fronto-parietal shift whereby children engage the prefrontal cortex to a greater extent than adults who recruit the intraparietal sulcus (IPS). However, no studies to date have used functional imaging to examine how children’s brains change as they learn the meaning of number words or how individual differences in brain structure and function might influence number word learning or susceptibility to intervention. This proposal seeks to uncover the neurobiological substrates that support the acquisition of the verbal count list, in addition to identifying how individual differences in home environment might shape this process. During the K99 phase, Aim 1 will use fMRI paired with a newly developed number word mapping paradigm to identify brain regions that are engaged when children process the meaning of number words. We will examine whether neural activity in the IPS and frontal regions varies as a function of number word knowledge. Aim 2 will examine differences in resting state functional connectivity and structural connectivity as a function of cardinal principle knowledge. We will test whether the acquisition strengthens connections between the right and left IPS, while connections from the IFG and IPS decrease. For both Aims 1 and 2 we will examine whether SES and home numeracy modulate structural and functional brain interactions with number word knowledge. Finally, in the R00 phase, Aim 3 will employ a brain imaging in-home number word intervention to interrogate learning induced cortical reorganization in low income pre-numerate children. I will implement an intervention designed to facilitate the acquisition of the cardinal principle and simultaneously identify the structural and functional brain changes that accompany number word learning. Additionally, I will examine whether individual differences in brain and behavior predict which children will benefit most from the number word intervention. The results from these studies will elucidate the neural mechanisms involved in learning number words – an important developmental milestone, which will improve targeted interventions for children from diverse economic backgrounds.

项目总结/文摘